THE MANAGEMENT 



-OF— 



Country Schools 

— BY— 

JOSES B. BATDORF, M.S. 

Witb revision by the editor of ttie School Bulletin 




SYEACUSE, N. Y. 

€. W. BARDEEN, PUBLISHER 



Copyright, 1903, by C. W. Bardeen 



1 '53 )3> 5' 






THE LIBRARY OF 
CONGRESS, 

Two Copies Received 

m 10 1903 

Copyrigjit kntfy 

:i-ASS ^XXfc No 

COPY e. 



PREFACE 



The object of the school is primarily in- 
struction and intellectual training ; for econ- 
omy, a greater or smaller number of indi- 
viduals are collected to receive this instruc- 
tion and training at the same time. To 
prevent them from encroaching upon the 
rights and privileges of their associates^ 
government becomes necessary; and as no 
government can be exercised without in- 
fluencing the moral habits of its subjects^ 
it becomes an object of school government 
not only to secure the best conditions for 
effectual work but to train pupils in habits 
of morality. 

The methods here presented have all been 
tried and found good, yet no teacher may 
be able to adopt any of them without mod- 
ification. The teacher must think for him- 
self. Circumstances are never quite alike, 
and he who adopts anything without infus- 
ing it with his own individuality, may ex- 

(5) 



6 The Management of Country Schools 

pect failure. While the author has had 
immediately in mind the country school, 
yet the subject is presented in such a way 
as to be applicable to the village school as 
well. 

The pronoun in the first person has been 
frequently used, where deductions are based 
more particularly upon the author's own 
experience. 

The terms," board ", " trustees ", " com- 
mittee ", and " controllers ", have been 
used to designate the official local school 
governing bodies, which are variously named 
in different States, aud it is to be hoped 
that no confusion will arise therefrom. 

J. B. Batdorf. 



Chaptee I. 



Chap. II. 
Chap. III. 
Chap. IV. 



Chap. V. 

Chap. VI. 
Chap. VII. 



Chap. VIII. 



CONTENTS 

Getting a school 9 

1. The certificate 9 

2. Applying for a school... 14 

3. Selecting a boarding 

place ..18 

The first day at school 21 

Temporary organization... 27 
Permanent organization... 30 

1. The programme 30 

2. Opening and closing 

exercises 33 

3. Eecesses 35 

4. Seating 37 

5. Classification 39 

6. The recitation 47 

7. Signals and movements.. 53 
The teacher and the pa- 
rent 62 

The teacher and society. ...71 
Government 77 

1. Means of government... 82 

2. Observations 90 

School records 96 

\7) 



THE MANAGEMENT OF COUNTRY SCHOOLS 



CHAPTEE I 

THE CERTIFICATE 

Ambition to teach, should be born of con- 
viction of fitness for teaching. Conviction 
is a prime essential in other things besides 
religion. Let it in this case be a conviction 
of aptness to teach, thorough preparation 
for teaching, and an honorable purpose. 

Before a candidate can seek a school, and 
generally before a school will seek a candi- 
date, an examination is necessary. 

Examinations have been very much con- 
demned. In spite of the war that has been 
waged against them, teachers' examinations 
survive, and there are comparatively few 
teachers exempt from them. In many 
states the examination is conducted by a 
single individual, generally the county su- 
perintendent. In other states one or more 
persons, together with the county superin- 
tendent, constitute a board of examiners. 

(9) 



10 The Management of Country Schools 

In New York and some other states the ex- 
amination questions are prepared by the 
state superintendent, and are uniform 
throughout the state. 

Certificates to teach are generally of differ- 
ent grades; the length of time for which 
they are good depending upon the extent 
and thoroughness of the examination. In 
many states which support normal schools, 
the holders of diplomas from such institu- 
tions are exempt from examination. 

Examinations may not always be a fair 
test of the applicant's knowledge; nor is 
the result likely to be even an approximate 
test of his teaching ability. The reason 
for this is evident. Iso applicant knows 
everything that is to be known on any one 
subject, nor can any examiner ask all pos- 
sible questions. ' From this it follows that 
as far as an examination is to test knowl- 
edge, the fairness of it will depend upon 
the thoroughness and extent of the exami- 
nation. 

An examination, however, should test 
more than knowledge, it should aim to test 
the applicant's intellectual power and his 



The Certificate 11 

ability to determine the relative value and 
application of facts. Intelligent examin- 
ers, therefore, ask two different kinds of 
questions: (1) questions concerning facts, 
the answers to which should give the fact 
asked for and that only, and the statement 
of it should be as brief as possible; (2) 
questions concerning principles, which 
should be answered as fully as possible. 

The enemies of examinations claim that 
the possession of knowledge and intellec- 
tual power does not prove a fitness for teach- 
ing. It may be assumed, however, that if 
an individual possesses knowledge and in- 
tellectual power, he knows how he obtained 
these; and, therefore, it is likely that he 
can assist others in securing them. 

For the benefit of those who need to be 
examined, I desire to make a few sugges- 
tions. 

1. Be of good courage. Herein examina- 
tions result unfairly. Many of the most 
deserving applicants, after leaving nothing 
untried, when they submit, to an examina- 
tion, the results of which are to determine 
their fate not only for a year but for 



12 The Management of Country Schools 

years, are so unnerved by the gloomy pros- 
pect of a possible failure that they become 
entirely incapable. To avoid this'lt is 
sometimes well to take an examination at 
different times and in different places, when 
there is not so much at stake, and thus 
gradually become accustomed to them. 
Above all things, be at your best when you 
enter an examination. Be sure chat you 
have eaten well and slept well, and that no 
unhealthy condition interferes with your 
chances. 

2. Be explicit in your answers. Let it be a 
rule to give every question a fair examina- 
tion before attempting to answer it. 

3. Be neat in your work. Examiners are 
but mortals and sometimes very weary mor- 
tals at that. 1^0 task is harder than that of 
looking over examination papers. It re- 
quires the entire attention of the mind, and 
yet there is nothing in the matter under 
consideration to attract it. As a rule ex- 
amination papers are poorly and carelessly 
written, so that when an examiner is en- 
gaged in going through a bundle of papers, 
the careful and neat one is the exception, 



The Certificate 13 

and in a fit of unconscious gratitude he 
gives tlie applicant the benefit of all doubts, 
which sometimes adds considerably to his 
grade. As a rule, it pays to appear well, 
on examination day. 

4. Answer the easy questions first. In case 
you can not answer problem 5 but can work 
problem 8, take it and omit problem 5. 
The examiner wants to know what you can 
do, not what you can not do. It is always 
better to answer the easy questions first and 
then give your remaining time to the more 
difficult ones. 

5. Examine your work carefully after it 
is finished, and allow no inexcusable blun- 
ders to pass. Eemember, in judging your 
work the examiner can consider only what 
is on the paper before him. 

If it is your ambition to secure a certifi- 
cate with a minimum of knowledge, you 
will be repaid by a careful study of the ex- 
amination questions already given, which are 
becoming such a popular feature with the 
educational journals of the day, and which 
may usually be had in book form. 

If you can secure a dozen lists of ques- 



14 The Management of Country Schools 

tions prepared by the examiner who is to 
prepare the questions by which you are to 
be tested, the probabilities are that you 
know what is coming. I know of a mem- 
ber of a state board of examiners who can 
not think of history, without thinking of 
the landing of the Pilgrims. It is the 
first thing in his mind when he brings him- 
self to bear upon history, and in conse- 
quence it is a question that always appears 
in some form or other. 

APPLYIl^G FOR A SCHOOL 

Great care should be exercised in the 
selection of a school. No teacher can 
afford to risk his professional reputation by 
accepting a school of which he is ignorant. 

If possible, you should get into the 
school building and see whether it is well 
adapted to school purposes. Notice in 
particular its size and arrangement, means 
of ventilating and heating, blackboard sur- 
face, furniture, the grounds and surround- 
ings; if the property is defaced there are 
bad boys about; if the furniture is upside 
down, the teacher, evidently, was careless; 
if the building is dilapidated, the board 



Applying for a School 15 

and patrons are indifferent; if the grounds 
are small you may have trouble to hold your 
pupils within bounds. All these things 
should be taken into consideration. While 
there is more honor in bringing a bad 
school into good shape, there is always 
more danger, and demand for more skilful 
management. On the other hand, follow- 
ing popular teachers is sometimes not alto- 
gether safe. Of course, there are excep- 
tions; if you get into an intelligent neigh- 
borhood, people will be liberal; but when 
people are narrow-minded, to do anything 
different from a predecessor is professional 
suicide. 

.Having satisfied yourself that you have 
fair chances for success, make application 
for the school. Application should be made 
in person, but a written application should 
always be sent to the board as a whole. In 
making application by letter, great care 
should be used. The letter should be 
neatly written, clear and correct in expres- 
sion, and brief. The first impression made 
upon individuals is generally lasting, and 
he who is dependent upon such impressions 



16 The Management of Country Schools 

can not afford to be careless. I give below 
a form of a letter of application, but no 
one should copy such letters from print, or 
" letter writers ", lest the board refer you 
to the unfavorable reply on the " next 
page ". 

CiNCiJ^i^ATi, Ohio 

July 17, 1901 
Mr. 

Sec'y of School Board. 

Dear Sir: — Having learned that there 
is a vacancy in one of the schools of your 
district [or town], I hereby beg leave to 
offer myself as a candidate for the position. 

I am twenty-five years of age, a graduate 

of , have had seven years' experience 

as a teacher, and am willing to give you any 
references, both in regard to my personal 
character and ability as a teacher. 

Enclosed please find recommendations 
from and . 

I have the privilege of referring you to 
and . 

Should the board desire to see me person- 
ally, 1 shall be pleased to meet any of the 



Applying for a School 17 

members at such time and place as they 
may designate. 

Hoping this may meet your favorable 
consideration, I am, 

Yours respectfully, 

J. B. Batdorf 

The recommendations sent with letters of 
application are generally only copies of the 
originals, which the candidate holds, so 
that in case of loss or failure to return the 
copies he still has the originals. 

When the applicant is well known the 
candidate need not enclose recommenda- 
tions, but he should, nevertheless, make 
application in writing in a business-like 
manner. 

Let me emphasize that while a written 
application is generally necessary as a mat- 
ter of form, yet the aspirant should remem- 
ber that a position worth having is seldom 
obtained without a personal application. 
Experience has taught me that but little 
value is attached by school trustees to let- 
ters of recommendation ; and busy men do 
not have time to address inquiries to your 
references and await their reply. If you 



18 The Management of Country Schools 

can get a few friends who are known to the 
authorities to speak or write to them directly 
in your favor, it will be better for your 
cause. 

Of course, in making a personal applica- 
tion a candidate should appear at his best. 
It will not do to go overdressed into a mod- 
est country district, nor into a stjdish com- 
munity with slovenly gait and soiled linen. 
In stating your qualifications be modest, 
yet confident. Do not talk too much, but 
be prepared to answer all questions that 
may be asked. Eecommendations should 
be presented to be read; if the person you 
are talking to has but little time, be sure 
to present the most important papers first. 
Sometimes it is advisable to see some of the 
influential citizens in addition to the mem- 
bers of the board. 

SELECTIN"G A BOARDING PLACE 

In country districts and in villages, it is 
generally the teacher's first duty to select a 
suitable boarding place. All other things 
being equal, it is best to board with people 
having no children, and always the fewer 
the better. In selecting your boarding 



Selecting a Boarding Place 19 

place, exercise as much care as yoii would 
in choosing a school. Find out from those 
in charge of your school all you can with 
reference to the different places from which 
a selection is to be made. An injudicious 
selection may cause you an entire term of 
misery. The treatment you receive will 
have much to do with your disposition 
towards your pupils. The regularity and 
quality of your meals will affect your 
health. The influence and character of 
the people with whom you are boarding 
will contribute to your success or interfere 
with it. Convenience to the school should 
also be considered, especially by women 
teachers. Having once secured a place, it 
is best to remain throughout the term. 
Changes produce inquiry and comment. 

It might be added, that as a rule a teach- 
er should refrain from anything which, al- 
though entirely proper, is likely to attract 
the unfavorable attention of the commun- 
ity. Some teachers unwisely affect an in- 
difference to public opinion. A teacher is 
a public character; and although it is true 
that only while he serves in a public capac- 



20 The Management of Country Schools 

ity are his acts public property, yet it is 
true that his patrons' estimation of him is 
the sum of all the impressions of his actions^ 
whether in school or out; and, therefore, a 
teacher will do well to order wisely his ways, 
inasmuch as his success is dependent upon 
the estimation in which he is held by his = 
patrons. Whether he should play cards or 
attend dancing parties may depend not up- 
on the absolute right or wrong of it but up- 
on how it is regarded in the community. 
He might better forego an amusement that 
he considers altogether harmless* than have- 
it detract from his influence. 



CHAPTER II 

MAKING A BEGINKIKG — THE FIRST DAY AT 
SCHOOL 

rt is well for the teacher to go into the 
district in which he expects to teach a few 
days before school opens, to learn about the 
former workings of the school. This 
knowledge may be. obtained from the trus- 
tees or from some of the most intelligent 
people. The school building and grounds 
should also be looked after, and every thing 
be put into good shape. 

On the first morning of school the teach- 
er should not fail to be early. It is of 
course well to be early every morning, but 
on the first day it is imperative. 

The house and furniture, as far as possi- 
ble, should be carefully arranged. It will 
not be long before the earliest ones appear. 
A pleasant face and cheerful greeting will 
do much to win the good will of the pupils. 

(21) 



22 The Management of Country Schools 

The first day of school is the most impor- 
tant of the term. Impressions made upon 
this day will last, and their hidden influ- 
ences will continue often through life. 
Look well to your actions. Leave nothing 
undone which can in any way insure your 
success. All is enthusiasm and suspense. 
At no time during the entire term is the 
child so ready to receive impressions. This 
day's work, if no other, will be fully re- 
ported at home. Every strange act and 
word will at the end of the day be faithfully 
reported. The teacher is making impres- 
sions, not on the child alone, but upon the 
community. 

Be cautious, but not slow. Compel every 
child to feel this day that you are workiug 
for his good. Xow is the time to study 
character, to gain the confidence of your 
pupils, to lay the foundations for good 
work. If you have not completed the ar- 
rangement of the furniture and apparatus, 
it is well to ask the assistance and advice of 
some of the larger pupils. Have no extra 
work, but be ready to spend the time be- 
fore school in a social chat. Unnecessary 



Making a Beginning 23 

noise and disturbance should be controlled 
by the teacher's eye. The voice should be 
used as little as is consistent with good 
order. The teacher should try to get near 
the mischievous boys or girls, and have a 
pleasant talk with them, not about behavior 
but about something interesting. After 
that they will be ashamed to be bad, be- 
cause they know the teacher is their friend. 

The hour for calling school having ar- 
rived, ring the bell. Unnecessary ringing 
of the bell or talking will be out of place, 
and produce carelessness. Keep your eye 
over the entire school until quiet is secure, 
and then proceed with your work. Ad- 
dress your pupils in a pleasant manner and 
give them all the. encouragement you can. 
A short talk of three to five minutes will 
be all that is necessary. Do not say, " You 
will get along nicely; " but say, " We will 
get along nicely; " pupils will feel them- 
selves more on a level with you and amply 
repay you for treating them as your equals. 
It is a good plan to sing a favorite song or 
hymn. 

After opening "exercises proceed to get 



24 The Management of Country Schools 

acquainted with each personally. I have 
always found it profitable to spend a minute 
or so in ascertaining each individual's class 
attainments, getting his name, and assign- 
ing preliminary test lessons. I proceed to 
get the first pupil's name, find out what he 
has studied, how far he has gone, and who 
else was in his class. I can then assign les- 
sons for the entire class. In this way I pro- 
ceed until I have arranged lessons for all 
the grades, and then finish my daily roll for 
the school by going to each individual and 
passing an encouraging word. Authors of 
text-books advise the assigning of lessons 
as the first thing to be done, in order to 
keep pupils out of mischief. It is a good 
plan when pupils can not keep quiet for a 
few minutes; but I have never met the 
school in which the curiosity of the pupils 
was not great enough to hold them in check 
for half an hour, and have always found 
myself amply repaid for speaking to each 
individual pupil before giving out lessons. 

In assigning lessons, let the scholars know 
when you expect them to recite. Make the 
lessons short. When the lesson has been re- 



Making a Beginnmy 25 

cited, find out what pupils may know be- 
yond the lesson; in this way you can assign 
your next lesson more definitely. 

If you have beginners, let the beginning 
class be the first to be called after lessons 
are assigned to other pupils. Be sure that 
you make each lesson interesting. Be 
prompt in calling and dismissing school; 
your neighbors are watching you. See that 
no one is neglected. 

In governing use your eyes as much, your 
voice as little as possible, and severer meth- 
ods still less. If you are obliged to speak, 
ask the mischievous pupils privately, " You 
don't want to be bad, do you ? " in a kind 
manner, and you need not say more. After 
the day's work is done, a few encouraging 
words will do much good. 

If regulations or other measures become 
necessary, ask your pupils — " Can we do 
this ? " For example, if the hour for 
opening school has not been fixed, ask your 
pupils — " Can we all be here promptly at 
nine o'clock in the morning ? " " How 
many can ? " " Well, if all agree, we will 
open school at nine o'clock." 



26 The Management of Country Schools 

If pupils can in this way be led by the 
teacher to make their own rules, and make 
such as he desires to have, they will be more 
likely to obey them. If possible, follow 
your predecessor's classification. The fewer 
changes the better it will be. All rules 
and regulations which can, should be per- 
manently adopted the first day. It is a safe 
rule to have few rules. 



CHAPTER III 

TEMPORARY ORGANIZATIOK 

No school taught by a new teacher can be 
brought under permanent organization at 
once. When the old teacher returns there 
is no necessity for a temporary organiza- 
tion. By temporary organization is meant 
that form of organization which is necessi- 
tated by the present interests of the school, 
but which may be modified by future cir- 
cumstances. The first day's work properly 
belongs to temporary organization, but, be- 
cause of its importance, it has been treated 
separately. 

Before entering upon his work, the teacher 
should have well-laid plans. The classifi- 
cation of pupils must, if possible, remain 
as it was the preceding term. No teacher 
can afford to arouse antagonism in the be- 
ginning of the term. Changes may have 
to be made, but only after the fullest con- 

(27) 



•28 The Management of Country Schools 

sideration, and then only after bavins' 
•explained to all pupils concerned the neces- 
:sity for the change. After each day's work 
the teacher should carefully consider every 
arrangement, and then next day introduce 
such changes as circumstances may require. 
Radical changes must be made only after 
the fullest conviction that the old arrange- 
ment was harmful. Signals for calling and 
dismissing classes can be arranged the first 
day, but they will be treated in a following 
chapter. The classification and order of 
€x;ercises may be changed, but signals should 
be permanently adopted. 

Orderly and exact movement should be 
insisted upon the first day. Xo pupil 
should be allowed through carelessness 
either to disturb or to delay the work of 
the school. Where the time is not pre- 
scribed by law, the hours for opening and 
closing school should be fixed so as to ac- 
commodate the largest number of pupils. 

The time for recesses should also be de- 
termined. If the school is small, recesses 
may be a little longer than when the school 
is large. Pupils, however, expect their full 



Permanent Organization 29 

time for play, and parents expect you to 
teach a full day. The views of the neigh- 
borhood are important factors in arrange- 
ment of school affairs, and should always 
be considered. 

The seating of pupils must also be tem- 
porary. Formerly pupils were allowed to 
occupy almost any seat in the room, and 
could therefore choose any seat they liked. 
Since the introduction of patent furniture, 
with seats and desks adapted to the size of 
the pupil, such arrangement can not be al- 
lowed. 1 have found it a good plan to allow 
a pupil to make a selection, and if he 
failed to make a proper choice suggest an- 
other seat. 



CHAPTER IV 

PEKMANEKT OKGAI^IZATIOI^ 

As soon as possible, the organization of 
the school should be made permanent; that 
is, the working programme of school should 
not be subject to daily change. A careful 
observation of the workings under the tem- 
porary organization will enable the teacher 
to adjust the affairs in a satisfactory manner. 

THE PROGRAMME 

A good programme is one of the essen- 
tials to successful school work. It is highly 
important that the time be properly appor- 
tioned among the different classes, and that 
classes recite at the most appropriate time. 
The following are some of the advantages 
gained by following a good programme. 

1. Time is economized. All the classes 
are provided for, and encroachments are 
prevented. 

2. The pupils form systematic habits, be- 

(30) 



The Programme 31 

cause every pupil knows just what to do at 
every hour. 

3. Effectual work is produced. Every 
class being limited to a certain amount of 
time, both teacher and pupils are compelled 
to adhere closely to the subject under con- 
sideration. Every class receiving its proper 
amount of time, no one study is neglected 
because of a hobby which the teacher may 
make of one or more studies. 

4. Good order is promoted. Every class 
reciting at a definite hour, with a limited 
amount of time, there is none of the con- 
fusion and unnecessary disturbances arising 
from irregularity. 

The following principles will serve an 
important purpose in arranging a pro- 
gramme : 

1. The hardest work should be done in 
the forenoon, when the mind is refreshed. 

2. The length of time for the preparation 
and recitation of a study should be propor- 
tioned to the importance of the study. 

3. Thought studies should have more time 
than memory studies. 



m-m 



32 The Management of Country Schools 

4. Written recitations should have longer 
time than oral. • 

5. Advanced pupils should have more 
time than primary. 

6. Two recitations in the same grade 
should not follow each other in consecutive 
order. 

7. General business should be allowed a 
certain period of time. 

8. If only one recess is granted each half 
day, the time before recess should be longer 
than the time following it. 

9. Recitations should not consume all of 
the time during a day, but every teacher 
should be allowed some time for directing 
and assisting pupils in their studies. By 
what is called " the Batavia plan ", half 
the teacher's time is given to this, and in all 
schools much time may be thus employed 
with profit. 

10. The programme must make provision 
for all school work. 

It is impossible to give a programme for 
a mixed school. No one but the teacher 
can make it. The arrangement of the classes 
and hours for study will depend upon the 



Opening Exercises 33 

methods of teaching, the size of the classes, 
and the number of grades. Inexperienced 
teachers would do well to submit their per- 
manent programmes to older heads for criti- 
cism before tinal adoption. 

OPE^-IKG EXERCISES 

In districts having bells on the school 
buildings, the first or general signal bell 
should be rung at least half an hour before 
the time for opening school, and sufficiently 
long to be heard throughout the district. 
It must always be rung at the same hour; 
no other signal is so closely watched by the 
whole district. 

The bell for calling school should be rung 
only for a short time; a half dozen taps will 
be sufficient. Long ringing will produce 
carelessness on the part of the pupils. 
Promptness in obeying signals must be en- 
forced; no pupil should be allowed to come 
in five minutes after the signal. Two to 
three minutes is all that is necessary for a 
school of fifty pupils to become quietly 
seated. 

No loud talking or other unnecessary noise 
should be allowed after the bell has been 



34 The Management of Country Schools 

rung. After the pupils become quietly 
seated, the teacher or the teacher and pu- 
pils may read an appropriate passage of the 
Scriptures, and repeat the Lord's prayer 
where this is the custom ; and where it is not 
permitted may substitute some talk or story 
that has to do with patriotism and other moral 
duties, followed by singing. 

There are different methods of calling 
the roll. The teacher may call the individ- 
ual name of each pupil, or he may assign 
numbers to the pupils, and then repeat 
these or let the pupils repeat their respec- 
tive numbers in order, the teacher marking 
the absent ones. This last method is the 
most expeditious. 

CLOSIl^G EXEECISES 

When the work of the day is completed, 
the teacher should occasionally encourage 
his pupils by a few cheerful words, after 
which the entire school should join in a 
cheerful song. Nothing can be more ap- 
propriate after the day's work than a cheer- 
ful song to lift the burdens of both teacher 
and pupils, and send all on their way re- 
joicing, but at no time is it more needful 



Recesses 35 

than when the work has not been moving 
altogether smoothly. It is always a mis- 
take to allow any pupils to leave school with 
unpleasant feelings. It is dangerous to the 
teacher, and detrimental to the success of 
the pupil. Let every teacher see that his 
pupils leave in a pleasant mood, not happy 
because they are going home, but happy be- 
cause of a day well spent. It is well to have 
monitors to bring in the wraps, etc. When 
all are ready, the entire school should be 
dismissed by the bell, unbroken lines pass- 
ing through the door and school yard to the 
gate. 

KECESSES 

The number and length of intermissions 
should depend upon the age and health of 
pupils. Young pupils should not be re- 
quired to remain on their seats for more 
than an hour at a time. In sessions of 
three hours each, young pupils should not 
have less than two recesses. Where the 
views of the neighborhood do not interfere, 
two recesses of ten minutes, each half day, 
will not be too much for a mixed country 



30 The Management of Country Schools 

school. When only one recess is given, it 
should be at least fifteen minntes long. 

The teacher should supervise the pupils 
somewhat during recess. The teacher of a 
mixed school may compel all pupils to 
march out at recess, and, with the exception 
of the indisposed, and except on very cold 
days, to remain ont during recess. After 
the pupils are out all the windows should 
be opened for a few minutes, and before 
the pupils return, the atmosphere of the 
room should be heated somewhat above the 
normal temperature, so that the children, 
overheated from play, may not be chilled. 

Time spent in watching the pupils while 
on the playground will be profitably used. 
Here more than at any other place he has 
an opportunity to study character. A little 
judicious watching will do mnch to prevent 
unpleasantness. Rough sports and im- 
proprieties must be checked in the starts 
The child is imitative, and nothing worth- 
less or bad should be allowed to come to its- 
notice. While the teacher must be watch- 
ful, he must not be meddlesome. His 
presence should delight and encourage 



Seating - 37 

rather than repress. In a well regulated 
school he can, with propriety and benefit, 
engage in a game now and then, whenever 
he can do so with fair credit to himself. 
The pupils and teacher will be the better 
for it, but at no time should he be so free 
as to lower himself in the estimation of the 
children. He must be their equal on the 
playground, but at the same time not for- 
get that he is the teacher, the example to 
be followed. 

ISTothing is more important than to allow 
full time for recess. Xever let a recitation 
run over into time that the children think be- 
longs to them. Be punctual with them, as 
you expect them to be punctual with you. 

Order in the school -room is very much 
affected by the seating of pupils. In un- 
graded schools it is generally the best plan 
to have the girls on one side and the boys 
on the other. Sometimes it may be advan- 
tageous to have them seated promiscously. 
Two pupils of like bad habits should not be 
seated together. If two girls who are great 
talkers are seated together, you may expect 



38 The Management of Country Schools 

whispering. Pupils having a dislike for 
each other should not be compelled to sit 
together. Two intimate friends should not 
be close together. Two pupils of the same 
class, if seated together, will be likely to 
become dependent upon each other. 

My experience in graded schools has con- 
vinced me that promiscuous seating has many 
advantages. Even in ungraded schools 
I have found that a mischievous boy seated 
by himself on the girls side would not be 
troublesome. If a boy was troublesome 
I would tell him of his good qualites, 
and then of the temptations he was 
subject to in his present seat, and the 
occasional trouble he would get into; and 
then ask him whether he would not like to 
change seats to a place not exposed to so 
many temptations. I have never had a case 
in which the pupil would neither reform 
nor change seats. 

Boys and girls who are apt to be trouble- 
some, should be placed on the front seats, 
if the seating allows of such arrangements. 
After pupils have been seated in a satisfac- 
tory manner, no change should be allowed, 



Classification 39 

except for good reasons. If pupils refuse 
to occupy the seats which the teacher feels 
conyinced they should occupy, a little 
praise for small children, and a good reason 
for larger pupils will bring about the desired 
result. 

CLASSIFICATION 

There are two systems of classfication, 
loose and close. A loose classification ac- 
commodates itself to the various capacities 
and attainments of each individual pupil. 
A close classification compels a pupil to re- 
cite in all studies in the same grade — or, in 
other words, compels the pupil to accom- 
modate himself to the grade. 

In graded schools a close classification 
must usually be followed, while in ungraded 
schools a loose classification is of the great- 
est value. While a close classification puts 
the school into more systematic shape, it 
must be admitted that it often results in 
great injustice to pupils. When the especial 
tastes of pupils, and the especial desires of 
parents, and the combined efforts of both 
are made in a particular direction, it is 
doubtful whether it is proper for the school 



40 The Management of Country Schools 

to antagonize them. The school is for the 
child, and not the child for the school. 

On the other hand, the office of the pub- 
lic schools is a general one. Specialties 
can not be followed, yet when a pupil shows 
a special aptitude for a particular kind of 
work, the school should to some extent al- 
low nature to take her course. The world 
recognizes individual effort, and if they 
are to be public free schools in the fullest 
sense of the word, the public schools should 
do the same. If a pupil has but a few 
months for school purposes, and for that 
reason can devote but very little time to 
each study, he might better devote all his 
time to those particular studies which will 
be of most practical importance to him. 
Higher institutions are everywhere recogniz- 
ing this principle, and the public schools 
should follow their lead. 

ADVANTAGES OF CLASSIPICATIOX 

Among the advantages of a good classifi- 
cation are the following: 

1. It economizes time. The more recita- 
tions a teacher has, the shorter they must 
be. If each pupil by himself forms a class. 



Advantages of Classification 41 

the teacher can devote but very few minutes 
to each class, whie if there are nine or ten 
pupils in a class, the time may be nine or 
ten times as great. The recitation of a 
topic by one pupil or more than one will 
take about the same time, which leaves the 
time gained for explanations. The same 
explanations can be made as effectual to 
each of ten as to one individual, while the 
time of calling and dismissing the extra 
classes will be gained entirely. 

2. It makes the work more effective. 
The more time a teacher has, the more 
thorough he can make his explanations, 
and the more time he can allow each pupil 
for practical work. Where skill is to be 
attained practice forms the most important 
part, and no practice can take place with- 
out time. It also gives the teacher a chance 
for special preparation on each topic, and 
thus enables him to do better work. It also 
arouses the enthusiasm of teacher and pu- 
pil, and stimulates pupils to greater exer- 
tion, both in class and in study. This is 
specially so in studies which allow of dis- 
cussion, and require careful analysis and in- 



42 The Management of Country Schools 

vestigation. The pupil who has an oppor- 
tunity to tell his discoveries or bring forth 
a point not seen by his fellow pupils, will, 
for a time, feel himself the superior of his 
fellows, and well he may; at the same time 
his classmates will be urged on to greater 
effort. 

3. It enables the teacher to judge of the 
daily progress of his pupils. While such 
estimate can not be absolute, yet it may 
be usefully comparative. Estimates are 
based on comparison, and the more objects 
to compare, the more nearly correct the 
estimate. Where daily notes are taken, the 
class must be the only means of securing 
a true report. 

4. It tends to system and systematic 
work. The time and thoroughness gained 
by classification allow time for systematic 
arrangement. When the number of recita- 
tions becomes too great, the work neces- 
sarily becomes mixed and confused. 

BASIS OF CLASSIEICA.TIOK 

What shall be the basis for classification ? 
Take attainments for the true basis. No 



Basis of Classification 43 

qualified pupil should be kept back until 
he grows larger physically ; he may lose all 
interest in study before size will warrant 
his promotion. My observation has led me 
to believe that there is a period of bright- 
ness in every child's life, and unless prog- 
ress is made then, future efforts will be 
largely lost. If a loose classification is fol- 
lowed, the pupil may be advanced according 
to his progress in each separate study, but 
if a close classification is followed, the pu- 
pil's average ability in all his studies must 
be taken. If a pupil is classed too high, 
he will become discouraged; if too low, 
indolent. 

Sometimes sickness retards a pupil for 
the time being. In such case, where the 
difference is not too great, a pupil should 
be allowed to go on with his class. If a 
class is, with one exception, properly quali- 
fied for promotion, it is generally better to 
allow that one pupil to go on with the class 
than make a new class for his special benefits 

Time and the number of studies also en- 
ter into the classification of pupils. In a 
large ungraded school, the teacher must 



44 The Management of Country Schools 

have the smallest number of classes possible, 
and the classification can not therefore be 
very exact. If the number of studies is 
large, the same result will follow. 

The teacher must aim at the minimum 
number of classes and grades consistent 
with the best interests of the school. When 
only one or two pupils pursue higher studies 
it is sometimes to the advantage of all con- 
cerned to make arrangements for the reci- 
tation of such classes after school. Size of 
classes is another consideration in classify- 
ing. No class should be so large as not to 
allow every pupil to recite, nor so small as 
to distribute the time of school unequally. 

KEGULAE ATTENDANCE 

The chief obstacles in the way of classi- 
fication are: irregular attendance, diversity 
of text-books, and want of text-books. 
There is hardly anything more harmful to a 
progressive school than irregularity of at- 
tendance. Sometimes the teacher is to 
blame, sometimes the parent, and frequently 
the pupil. In cases of irregularity the 
teacher should carefully examine his meth- 
ods and relations towards those particular 



Regular Attendance 45 

pupils. If he finds he is in the wrong, he 
should correct his faults. He should al- 
ways inquire after the absent ones, and 
manifest a concern in their welfare in all 
respects. Children want sympathy. A 
word of inquiry, of encouragement, or a 
sympathizing word in time of trouble, will 
do wonders in uniting the hearts of teacher 
and pupil. In order to do the best work 
the school must be a unit. 

If the pupil stays out of school of his 
own accord, there is something out of 
school more attractive than inside. The 
proper thing to do is to make school inter- 
esting to the child. Sometimes a talk with 
the pupil, showing the evil effects of irreg- 
ular attendance and the advantages of a 
good education, will have a beneficial efiect. 
Interesting experiments in physics and 
chemistry may lead the pupil to attend for 
curiosity's sake. 

If talking to the pupil and other reason- 
able means will not bring about a good at- 
tendance, the proper thing to do is to pre- 
sent the matter to the parent. If irregu- 
larity is caused by the parents, the proper 



46 The Management of Country Schools 

thing to do is to see the parents, and con- 
vince them of the evil effects of such at- 
tendance, and the superior advantages of 
regularity. If the teacher approaches the 
parent in a proper manner, and presents 
the matter clearly, the effect is generally 
good; if not, nothing can be done except 
with the assistance of the authorities. 

In states where a compulsory law is in 
force, the difficulty of irregular attendance 
is minimized, and it may be hoped that it 
will disappear. 

DIVEKSITY OF TEXT-BOOKS 

is another impediment in the way- of good 
classification. Of late this evil has lessened, 
the adoption of uniform systems of text- 
books throughout an entire district having 
made teaching pleasanter and more effect- 
ual. When there are different series of 
text -books on the same subject in use, the 
best thing a teacher can do is to assign les- 
sons by topics. 

Want of text-books can be overcome 
only by securing the books in some way. 
Sometimes the parents will buy the books, 
if properly spoken to; sometimes the laws 



The Recitation 47 

of the state allow the board to purchase the 
books for needy pupils. The tendency is 
even for the school to furnish all the books 
free. But some times the only remedy for 
the difficulty is for the teacher himself to 
buy books for some of the pupils, and this 
may prove a good investment. 

THE KECITATIOJf 

is undoubtedly the most important work of 
school, but since it has more to do with 
methods of teaching than management, 1 
shall give only a few practical hints. 

Attention has already been called to the 
necessity for a careful distribution of time 
among the various classes. Small children 
need short recitations. Thought studies 
require longer time than memory studies; 
large classes more time than small classes ; 
and studies in which pupils are generally 
deficient more time than those in which 
they are proficient. Written recitations 
require more time than oral. Certain sub- 
jects in every text-book are more important 
than others, and should therefore have more 
time. 

Recitations should take place daily rather 



48 The Management of Country Schools 

than alternately. Small pupils should re- 
cite frequently, and only so long as the at- 
tention can be held. Older pupils should 
recite only once a day in each study, but 
each recitation should be long enough to 
exhaust the subject- under consideration. 

LARGE CLASSES 

With large classes the teacher must use 
many devices. It is hardly possible that 
the teacher can give each pupil a chance 
for oral recitation in each study, in a large 
school. Large classes, manipulated in the 
right way, give life and enthusiasm to a 
school that small classes are lacking in, but 
if not properly conducted, each individual 
member will be a loser in proportion to the 
size of the class. 

Large classes may be divided into sections, 
and one part do one thing while another 
does something else. Suppose a large his- 
tory cla'ss is called up to recite. Part of 
the class may recite by topic, another may 
write a topical outline, a third part may 
write a chronological outline, while a fourth 
part may draw a map of the region under 
consideration. Thus the class is thrown 



Culture of the Mind 49 

into four sections, and every pupil gets the 
advantage of the recitation. 

THE OBJECTS OF THE EECITATION 

are many but all may be classed under two, 
namely: discipline and knowledge. Under 
discipline will be discussed culture of the 
mind and culture of expression. 

CULTURE OF THE MIND 

The most important is culture of the 
mind. Man is a creature of habit, and im- 
pressions are made the more lasting the 
more frequently the objects or thoughts oc- 
casioning them are brought forth. The re- 
citing of a certain subject before a class 
impresses it with renewed force upon the 
memory — exercises the memory in recalling, 
and the thinking power in rapid thought. 
In many cases the reciting of a topic is as 
beneficial as the studying. It arouses the 
enthusiasm of the child, and stirs him on 
to greater exertions. If a pupil knows that 
he will not be called on to recite, he will 
become careless, while if he knows that he 
will be expected to recite, a sense of per- 



50 The Management of Country Schools 

sonal pride will not allow him to neglect his 
preparation. 

The recitation cultivates power of atten- 
tion in that a subject must be fixed in the 
mind, and the mind must be centered upon 
that subject in order to recite well. Besides, 
the oral expression of each child arouses 
some interest in the minds of his fellow pu- 
pils, and they are unconsciously drawn to 
the subject under consideration. The ex- 
planations by the teacher will have the same 
effect, and the correction of errors will 
awaken the power of careful critical analysis. 

CULTURE OF EXPEESSIOls^ 

The practice of getting up before a class 
and reciting gives the pupil courage to ex- 
press himself when called upon in life. 
This ability to speak intelligently and fear- 
lessly in public, " to think upon one's feet," 
is of great value. 

Culture of expression should include oral 
and written. " Writing makes an exact 
man," while talking makes him ready. A 
clear, forcible style is a thing to be desired. 
Written expression, while it lacks interest 
and value to the rest of the class, is an ex- 



Culture of Expression 51 

cellent discii:)line for the writer. The 
thought as expressed is clearly before the 
eye of the writer, and inaccuracies in word 
or language appear more distinctly than 
when spoken. Besides, the exercise in spell- 
ing is entirely lost in oral recitation. Oral 
recitation trains the ear, the voice and the 
mind. 

Oral recitation trains the ear of the re- 
citer and hearers in detecting inaccuracies 
of speech, and in perceiving the easy and 
agreeable flow of correct vocal utterance. 
The culture of an agreeable voice under the 
careful teacher, becomes a lasting benefit 
to the pupil and all who come in contact 
with him through life. How few are the 
cultured and agreeable voices, and how 
many are the harsh and unpleasant sounds 
we hear in a day ! In the same way oral 
recitation develops graceful bearing and 
movement. . 

Few, indeed, are the accomplished orators 
of to-day, yet oratory is a magnificent gift,' 
and the recitation may do much to culti- 
vate it. 



52 The Management of Country Schools 

THE ACQUIREMEKT OF KNOWLEDGE 

The second object of the recitation is 
knowledge, both that acquired by the pupil 
himself, or positive knowledge, and that de- 
rived from others. 

It frequently happens that the hardest 
problem is solved in class. The pupil may 
have labored hard while studying but have 
been unable to get it ; now, the extra stimul- 
ation of teacher and pupil has aroused a new 
thought, and the child succeeds; or, having 
discovered the errors of his classmates by a 
new effort on his part he becomes victrious. 

Such victories are well worth the labor. 
Such knowledge remains, and such success 
makes the pupil conscious of his powers, 
and jDrepares him for greater and worthier 
things. 

The second kind of knowledge is gained 
by attention. It may be derived from the 
recitations of other pupils, or from the 
teacher's explanations. The teacher should 
be prepared to give, not only what is con- 
tained in the book but much that he has 
gleaned from other sources. In this way 



Signals and Movements 



DO 



the recitation becomes full of interest and 
benefit to the child. 

The different methods of recitation are 
classed as: 

1. The Socratic method, or that by which 
the pupil is led, by questioning, to find out 
for himself. 

2. The topical method, or that of assign- 
ing topics to the different pupils for dis- 
cussion. 

3. The question and answer method. 

4. The lecture method, or the method 
generally pursued at higher institutions of 
learning, where the teacher lectures to the 
classes, and the student take notes. 

5. The argumentative method of discus- 
sions conducted by the pupils. This, if 
properly conducted, arouses a good deal of 
interest and research. 

6. The conversation method, as in the 
case of quite young pupils, too young to 
gain anything from books. 

SIGNALS AKD MOVEMENTS 

System in signals and movements will 
do much to make school a success. Much 



54 The Management of Country Schools 

time is wasted by unnecessary movements 
and signals. There should be no signals 
but those necessitated by school work. 
Under no circumstances should rapid ring- 
ing of the bell be used to check a disorderly 
pupil. The teacher has no right to call 
the attention of the entire school from its 
work, in order to recall one mischievous 
boy to order, ^or should the teacher use 
unnecessary tapping of the bell in order to 
drown the noise of the school in movement. 
Signals should be the fewest in number con- 
sistent with the work of the school. Arbi- 
trary signals are noisy and a source of con- 
fusion. 

Each signal should be definite. If given 
by the voice it should be firm and clear; if 
by the bell, distinct; and every one should 
have a definite meaning. 

The time between signals should be long 
enough to allow the execution of move- 
ments. Teachers frequently try to gain 
time by striking the bell rapidly, expecting 
thereby to hurry pupils to and from recita- 
tion. It is a mistake. Ko more time 
should ever be given than is required for 



Signals and Movements 55 

the necessary movements; and if that time 
is shortened and signals follow each other, 
irrespective of time, the result will be con- 
fusion and disorder. 

Every signal should be followed prompt 
and precise movement. Allowing pupils 
to move as suits their convenience, and then 
to stumble into class when all the rest are 
seated, must not be tolerated. Pupils 
should obey every signal with military ex- 
actness. Promptness is necessary to their 
usefulness. In fact, movements should be- 
come almost automatic. Xo movement 
should be allowed except in obedience to 
signals. All movements should be rapid 
and quiet., Careless, slow movements must 
not be allowed. The greatest rapidity con- 
sistent with good order must be insisted on. 
The teacher should allow no wasting of 
time, or crowding and stumbling. Pupils 
must move gracefully, and be neat in the 
execution of class work. 

For calling classes, only three, and in 
many cases only two, signals will be neces- 
sary. One signal either by voice or bell is 
for all to be ready; one is for all to rise. 



5(5 The Management of Country Schools 

The teacher must now see that all have 
obeyed. All being on their feet, the third 
signal should be given, and the entire class 
take its position for recitation. By voice I 
use the following: 

1. Ready, 1. Rise 

2. Rise, or 

3. Move. 2. Move 

In using the bell one tap is required for 
each movement, and so for all following 
signals. 

In case the class recites at the board, the 
class moves to the board and all face the 
teacher. In no case should the teacher use 
the bell for movements during the time of 
recitation. Signals for work in class must 
be given by the voice. The following are 
signals that may be used for blackboard 
work : 

1. Erase 2. Ready 

If the teacher requires spacing of the 
board, all pupils place their right hands with 
crayons at the top of the board. When a 
third signal is given all pupils draw a line 
from the top of the board to the bottom. 

If the names of the pupils are desired at 



Signals and Movements 57 

the top of their work, a fourth signal may 
be given, for all to write their names in 
the upper right hand side of the space 
assigned them. 

The class having finished their work, the 
teacher says. Attention, and all face the 
teacher. When the signal is given, the class 
go either to the recitation seats, or to their 
respective seats in the room. 

For concert recitation I use the following 
signals : 

1. "Ready 2. Eecite 

In dismissing classes the teacher can use 
the same signals as in calling, namely: 
1. Ready 2. Rise 3. Move 

By careful manipulation, the teacher can 
often call one class while he is dismissing 
another, and with about the same amount 
of disturbance as in calling or dismissing a 
single class. 

Whenever the seating allows, the teacher 
can arrange his pupils according to the 
grade, having each grade in a row of seats. 
In this case the teacher can require the pu- 
pils of the same grade always to pass back 
and forward through the same aisle, which 



58 The Management of Country Schools 

will give each of two classes a chance to 
move without interfering with each other. 
While the pupils of grade A are going to 
their seats through aisle 1, grade B ma}^ be 
coming to class tnrough aisle 2. 

If the furniture does not allow the seat- 
ing by grades, the classes may be called and 
dismissed in another way, so as not to inter- 
fere with one another. 

In this case the teacher can require all 
classes leaving the recitation to pass 
through the outside aisle to the back of the 
room, and then come into their respective 
aisles from behind, while classes coming to 
recitation always pass forward through the 
middle aisles. 

Dismissing school at recess should be by 
rows, and only two signals need be used, 
namely : 

1. Else 2. Move 

It is unnecessary to move books and 
slates before a short intermission; in fact 
it may be dispensed with even at the noon 
intermission. 

For dismissing school, either at noon or 



Signals and Movements 59' 

in the evening, I have found it an advan- 
tage to use six signals. 

1. Attention 

2. Arrange desks 

3. Monitors 

4. Move 
0. Eise 
6. Move 

If a school is in good working order, all 
will be busy to the last minute. It is 
therefore necessary to get the attention of 
pupils to stop work, and circumstances may 
require the teacher to make a few comments 
upon the day's work, or give advice for the 
future. After that, all should join in 
singing. 

Arrange desks should include the neat ar- 
rangement of books, slates, and apparatus 
and the getting of such books as pupils 
may desire to take away for study. 

By monitors is meant the getting ready 
and rising of the pupils appointed to get 
the wraps, baskets, etc. I consider moni- 
tors a necessity in school, and would advise 
every teacher who has not tried the method 
to do so. , One monitor should be appointed 



60 The Management of Country Schools 

for each row of seats, and should be one of 
the most regular pupils. 

Move. The monitors now get and dis- 
tribute the clothing, baskets, etc., during 
which time all pupils clothe themselves 
ready to leave the room. 

After the signal. Rise, has been given, 
each pupil in row 1 is expected to be stand- 
ing, and when the signal. Move, is given, all 
march out in time, in single or double file 
and pleasantly bid the teacher good-day or 
good-evening. 

At the same time that row 1 is moving, 
row 2 can rise and be ready. In this way 
no time is lost, and the school passes out 
as a unit. 

In a well regulated school no pupil is al- 
lowed to interrupt the school, except for 
very good reasons; it, therefore, becomes 
necessary for the pupil to have some silent 
means of communication with the teacher. 
This means is generally some system of 
hand signals. 

In the recitation of a lesson, it frequently 
happens that a pupil desires to attract the 



Signals and Movements 61 

teacher's attention. Simply raising the 
left hand should be sufficient to do this. 

Signals, while pupils are at their seats, 
should be modified in form to indicate the 
pupil's desire. Thus, the raised hand with 
fingers and thumb extended, should be for 
the most common want. The raised liand, 
with fingers extended and thumb in the 
palm of the hand, for a want not quite so 
common, and so on. Too many forms will 
be as troublesome as none at all. Simplicity 
is the principal element of success. 

When the pupil indicates a desire by the 
raised hand, the teacher should, if possible, 
see to it at once; if it is something which 
he can consistently grant he should do so, 
and let the pupil feel he did it gladly. If 
it becomes necessary to refuse, do so in a 
firm, yet kind, way. iSo pupil should be 
allowed to raise the hand while a recitation 
is in progress, unless for special reasons. 
A simple nod or turning of the head should 
be sufficient to grant a request or refuse it. 
The teacher should never in any way indi- 
cate that he grants a request reluctantly. 



CHAPTEE V 

TEACHER AXD PARENT 

The ^hearty co-operation of parent and 
teacher is a necessity in the satisfactory 
education of the child. While the child is 
under the care of the teacher for five or six 
hours a day, he is under the authority of 
the parent for the full twenty-four hours. 
The parent's right over his child is derived 
from G-od, and is recognized by the state as 
superior to any other. And, although the 
teacher is, to a certain extent, "monarch 
of all he surveys " in the school-room, he 
must recognize that he is a subordinate in 
the employ of others, and that he must 
recognize parental authority. Xo teacher 
can succeed who does not recognize " home 
influence". 

The parent's duty toward his child, how- 
ever, makes the parent's obligations toward 
the teacher almost equal to tliose of the 

(62) 



Teacher and Parent 63 

teacher toward the parent. If the home and 
the school influences are antagonistic the 
resultant will be the difference of the two ; 
if they are co-operative the resultant will be 
the sum of the two. The child is often 
made the battle-ground between parent and 
teacher, receiving the fire from both sides. 
Sad, indeed, is the lot of such a child. 

If the home is to be the positive factor, 
the school must be subordinated. If the 
school is to be the positive element, the 
home must be in accord, and must to a cer- 
tain extent be subordinated to the school." 
All parents desire the good of their chil- 
dren, but a want of the proper understand- 
ing between the home and school authorities 
is what often causes the trouble. While 
the error is principall}^ on the side of the 
pare-nt the teacher is frequently to blame. 
The object of the present chapter is to point 
out how many of the differences may be 
prevented. 

The teacher must pay due respect to the 
parent. No teacher should feel as though 
he " was everybody, and knew it all ". 
He owes to all the common courtesies. He 



64 The Management of Country Schools 

should treat every one as his equal, and 
have a pleasant word for all. Of course no 
one should violate the rules of etiquette, 
but being once acquainted the teacher 
should always recognize the parents and 
friends of his pupils. Some may be poor, 
but the true teacher will be the readier to 
show politeness to them. The teacher 
should not express himself unfavorably in 
regard to parents. If he has unpleasant 
opinions he should keep them to himself; 
then he will never be called into judgment 
.for them. If he cannot say any thing good, 
he should not say anything at all. 

The teacher must pay due respect to the 
opinions of his patrons. Ko good teacher 
will disregard the views of his pupils' par- 
ents. Parents may sometimes desire their 
children to drop a study, or take up a. new 
one, or they may have cause for complaint 
in some other way. In each case the teacher 
should investigate carefully, and if he can 
without injury to the school grant the re- 
quest he should do so; if not, he should see 
the parent, state the conditions, and reason 
— never wrangle — with him, and then de- 



Teachtr and Parent ^^ 

cide accordingly. Many a teacher has made 
his warmest friends by refusing a parent's 
request, but doing it kindly and with good 
reason shown. 

Sometimes, in cases of studies to be 
dropped or taken up, the matter may be 
referred to the authorities. In cases of 
discipline, appeals to the authorities should 
be rare. To ridicule the actions or opinions 
of a parent before the school and in the 
presence of his children is unpardonable. 
Xo child is responsible for the actions of its 
parents, or should be made to suffer for 
them. 

The religious and political views of par- 
ents must be respected. No teacher should 
discuss religious or political differences in 
school, and the more he keeps out of such 
discussions outside of school the better. 
Religious and political differences have 
shaken nations into fragments, and a school 
district is but a miniature state. If parents 
object to the reading of the Bible in the 
presence of their children, the teacher 
should excuse such pupils until the reading 
is over. It is always best to grant the re- 



tl6 The Management of Country Schools 

quests of parents in reference to their own 
children, as long as it does not interfere 
with the welfare of the school. 

The teacher should pay due respect to the 
actions and authority of parents. It some- 
times becomes necessary for parents to keep 
their children out of school. Where there 
are no compulsory regulations the teacher 
should not call such act into question. If 
absence becomes frequent, a talk with the 
parent will often remedy the evil, l^or 
should the teacher interfere when a pupil is 
requested to come home, provided the pupil 
has shown due respect to the teacher in 
asking permission. Frequently keeping 
pupils after school is more or less an in- 
fringement upon the parents' time; the 
teacher should find some other means of 
bringing about the desired result. When, 
however, the parent gives orders to his chil- 
dren to disobey the rules of the school, the 
teacher must see to it that the rules are fully 
carried out. iSeglect in such cases ends 
school government. In like manner pupils 
should be taught to respect the rights of 
parents. 



Teacher and Parent 67 

The teacher should secure the co-opera- 
tion of the parent. This is the only way in 
which successful v/ork can be done. Every 
<3hild naturally looks to its parents for 
assistance and direction, and when parents 
heartily agree in everything the teacher 
does, the child is compelled to submit. 

How to secure active assistance from the 
parents of pupils is probably the most diffi- 
cult problem that confronts the teacher. 
A quiet consent is generally easy to get, but 
an active, energetic effort on the part of the 
parent is not so easily secured. The teacher 
must interest the parent. This must be 
•done through the child. 

If the parents visit the school, the ener- 
getic teacher will have no trouble in arous- 
ing an interest by following his regular 
programme. He who has special lessons 
prepared for visitors is sure to be detected, 
and will bring reproach upon himself and 
/ his work. It is well to make effort to get 
parents to visit the school. Frequently 
teachers get up special programmes for 
some afternoon or evening, and then invite 
the public. Care must be taken that all 



68 The Management of Country Schools 

families are represented on the programme^ 
so that every parent may find something to 
enjoy. The exercises should consist largely 
of school work, interspersed with music,. 
essays, and recitations. 

The teacher must be true. Eeports 
sliould always give a correct statement of 
affairs. If a pupil does poorly, it is the 
teacher's business to report it, and the par- 
ent's right to know it. 

Young teachers frequently make a mis- 
take in supposing that when parents inquire 
concerning the progress of their children,, 
they expect a favorable answer. It is true 
that they are more pleased to hear a favor- 
able report, but if they discover, as is prob- 
able, that it is not true, they lose confi- 
dence in the teacher. 

A system of monthly reports generally 
assists in securing the co-operation of par- 
ents. Before deciding upon their use, how- 
ever, the teacher will do well to find out 
what was the practice of his predecessor in 
this respect. If his predecessor used month- 
ly reports, and had a low standard for his 
estimates, and was in the habit of giving 



Teacher and Parent 69 

pupils perfect marks from policy rather 
than merit, then it will be well to drop 
them entirely. It is, however, a good prac- 
tice to inform the parent by note whenever 
the child has done poorly; and equally 
proper to congratulate him when the child 
has done exceptionally well. If a boy con- 
fesses to an act. of mischief in spite of a 
great temptation to deny, a note to the par- 
ent asking him to commend the child will 
have happy influence. 

It has been said that in minor matters 
the teacher should try to adapt himself to 
the wishes of the patrons of the school ; 
but in cases governed by the rules and regu- 
lations of the proper authorities, or where 
he is clearly convinced that a certain course 
of action is necessary to the welfare of the 
school, he should not violate the regulations 
nor depart from his convictions. What the 
district expects to find in him is a leader, 
and two essentials of leadership are clear- 
ness of conviction, and firmness in the per- 
formance of duty. 

In many district, partiality is considered 
a grievous sin in the teacher. A charge of 



70 The Management of Country Schools 

partiality against the teacher is a virtual 
admission of short-coming on the part of 
the pupil, as is illustrated by the following 
dialogue, in which the dramatis persons are 
a calm teacher and an irate mother, whose 
fire has had time to cool while the teacher 
was finishing some work which he had on 
hand when she entered. 

T. — You say I favor other children more 
than your girl. AVhat girl have I favored 
more than yours ? 

M.— Becky Smith. 

T. — I came here as a stranger two months 
ago, since which your girl and Becky Smith 
have been in school every day; now, what 
could have caused me to be well disposed 
towards one and ill disposed towards the 
other ? 

The reader can see the trend and the end 
of the dialogue. 



CHAPTER VI 

THE TEACHER AKD SOCIETY 

The teacher's social position is one of 
great importance. It may be a source of 
success or of defeat. He who knows how to 
conduct himself, and is at ease in society, 
gains many friends and much power. 

Teachers are known too little beyond the 
school-room. Their sphere of action and 
influence is too frequently bounded by the 
four walls of the buildings in which they 
labor, ^eed we wonder at the prejudice 
against the fraternity as a bigoted and self- 
important class ? Our sociability often ex- 
tends only to the members of our calling, 
and our most intimate friends. It not un- 
frequently happens that a teacher labors an 
entire term in a community, and is hardly 
known beyond his boarding-place. The 
fault may not be entirely his own. Many 
people look upon the teacher as an individ- 
ual hard to be approached, and too critical 

(71) 



72 The Management of Country Schools 

to be either agreeable or comfortable. The 
result is, that the teacher secures but few 
introductions, and makes fewer friends. To 
visit people at their homes uninvited seems 
to him a breach of etiquette, and so he 
makes no acquaintances. 

In many country districts the custom pre- 
vails, however, of inviting the teachers to 
the homes of the pupils. Such invitations 
are generally prompted by the kindest feel- 
ings, and should be accepted whenever possi- 
ble, by the teacher. 

While acquaintance with the people of 
the district may be of assistance to the 
teacher, familiarity with one or more fam- 
ilies should, as a rule, be avoided. Famil- 
iarity affords to many a pretext for making 
unreasonable demands, refusal of which 
frequently creates enmity as bitter as the 
familiarity was cordial. Moreover, where 
the teacher is on familiar terms with some 
families of the district, his dealings with 
the children of such families are easily mis- 
construed by the others and attributed to 
partial motives. 

There are in all communities various 



The Teacher and Society 73 

means by which the teacher can become a 
useful factor in society. He who has under 
his care the plastic mind should be a model 
in morality. Children acquire deportment 
by imitation, and no community can afford 
a teacher whose every day life will not bear 
the closest scrutiny. 

No teacher should smoke or chew tobacco. 
These are habits which he can not allow in 
the school-room, and therefore which he 
should not practise. The teacher should 
aim to be an example of a complete man or 
woman. 

The teacher owes to society his assistance 
in the promotion of all worthy enterprises. 
He should not be found in the back ground 
when charitable jDr philanthropic enterprises 
are under consideration. He should be an 
active member of all societies whose object 
is to lift humanity to a higher level. He 
cannot afford to be absent from church ser- 
vices or Sunday school. 

On the other hand he should not load 
himself down with outside duties that will 
take time and strength he ought to give to 
the school. His life must be an exemplary 



74 The Management of Country Schools 

one, and his special fitness for work requires 
of him first of all a faithful discharge of his 
school duties. Although a member of soci- 
ety, he should be modest. Society needs 
his assistance, and may require his leader- 
ship, but not his dogmatism, pedantry, or 
egotism. 

He should be well informed upon all im- 
portant subjects of the day, in order that 
he may instruct properly and converse in- 
telligently. The teacher who reads nothing 
but his text-books becomes bigoted and 
narrow. It is a wide reading of all good 
literature that makes the most useful and 
liberal man. 

The teacher must be careful in the choice 
of his associates. A man is judged by the 
companions he has. While he should treat 
all with true courtesy, he should not be 
hasty in the selection of friends. Many a 
young teacher has, through imprudence in 
this respect, failed in his teaching, and lost 
his position. A little advice from older 
people, as to friends, is never out of place. 

A word should be said as to the payment 
of bills. It is important that the teacher 



The Teacher and Society 75 

be prompt in such matters. If the butcher 
and the baker and the tailor complain that 
they can not get their bills paid a prejudice 
is aroused among the parents that leads to 
contempt, and makes discipline difficult 
with the pupils. 

The teacher must be careful in his con- 
versation. ]t is poor practice for teachers 
in their social talks to refer to grammar, 
arithmetic, etc. ; other people may not be 
interested in those subjects. He should 
not be dogmatic in his assertions; other 
people have a right to their opinions, also. 
The constant contact with children and in- 
feriors in authority, has a tendency to dog- 
matism. The teacher must guard himself 
against it. " 

Frequent contact with people in other 
walks- of life will make a man more liberal, 
and give him advantages which he can not 
acquire otherwise. The teacher should 
therefore use every means to become ac- 
quainted. A pleasant social chat will dis- 
perse the cares of school, liberate his en- 
slaved spirit, and bring him into closer 
union with those about him. 



76 The Management of Country Schools 

Nor should the teacher lose sight of the 
infinite advantages that may be gained by 
an insight into the social customs of his 
pupils, and the power which friendly rela- 
tions with all will have upon his success. 



CHAPTER VII 

SCHOOL GOVERNMENT 

Good order is a necessary condition for 
successful school work, and yet, while it is 
a condition, it is likewise a result. Where 
the time of both teacher and pupil is prop- 
erly occupied, and where all pupils have 
tasks properly adapted to engage all their 
powers, little attention need be paid to the 
order in the school, for it will take care of 
itself. 

In the schools of "ye olden time", if 
tradition informs us properly, it was the 
rule for children not only to indulge in all 
sorts of pranks, but to glory in their evil 
propensity. In our day the bad boy is the 
exception, and there are few schools in 
which he will find an atmosphere that toler- 
ates him in the exercise of an unruly dis- 
position. 

The good teacher has an eye for details- 
It is not by great master strokes that he 

(77) 



78 The Management of Country Schools 

succeeds, but by careful attention to the 
little things that enter into the solution of 
the complex problem before him. 

While in the present condition of our 
schools it is the teacher's chief work to at- 
tend to the work of instruction, yet there 
are times in every school when it becomes 
necessary to consider restraining and repres- 
sive measures. The primary object to be 
kept in view when considering such ques- 
tions is not to secure good order, but to 
train pupils in habits of good conduct. 

The government of the school depends 
in a large measure upon the qualifications 
of the teacher, such as common sense, tact, 
energy, patience, love, and culture. 

commons' sense 
is the power of perceiving the special fitness 
of things; it is the outgrowth of the think- 
ing mind. The. teacher whose actions are 
performed with no definite point in view 
will fail. A man shows lack of common 
sense when he scolds, gets excited, com- 
pares pupils and shows their relative de- 
fects, assigns too long or too short lessons, 
refers to personal defects, holds pupils re- 



Tact; Energy 79 

sponsible for the faults of their parents or 
preceding teachers, works in opposition to 
the views of intelligent people, gets angry, 
or expects too much of parents and pupils. 

TACT 

is to some extent native, but every teacher 
may acquire some skill in managing the 
affairs of school. It is the outgrowth of 
thought based upon fact. Every case of 
management should be full of instruction 
to the teacher, a source of new power. The 
teacher should neglect no opportunity to 
study every case before acting upon it. 
Tact makes each individual pupil an object 
of study, has everything in systematic shape, 
and adjusts itself to all circumstances. 

Eiq"ERGY 

is necessary to any successful undertaking 
in life. The energetic teacher has few idle 
pupils, and hence little trouble. The ener- 
getic teacher keeps the whole school con- 
tinually under his eye, allows no time to be 
idled away, no dust to accumulate on the 
furniture and apparatus, no books and desks 
to be marked with ink and pencil, no quar- 
rels to ripen into an all-around slugging 



80 The Management of Country Schools 

match. He does not tolerate inattention 
and carelessness. The energetic teacher 
has his room neat and tidy, his pupils 
prompt and busy, his furniture and every- 
thing in the best shape, and the entire 
school busied in the hum of industrial oc- 
cupation. His ever vigilant eye will supply 
every want. 

PATIEE"CE 

is of the highest importance in school work. 
Nothing is more trying and wearing upon 
the nervous system than teaching. The 
teacher who readily becomes irritated and 
angry drops in the estimation of his pupils 
every time he does it. Often teachers 
through impatience censure pupils when 
the censure has been uncalled for. Pupils 
are much more ready to forget an unde- 
served favor done than an unjust criticism. 
The teacher must be patient when pupils 
are disobedient, or slow to comprehend. 
Patience is always a virtue but in the teacher 
it is one of the most important qualifica- 
tions. The teacher who is cheerful under 
all circumstances will always command the 
respect of all his pupils, and will have al- 



Love 81 

most unlimited power over them. He will 
never lose his self-control, but, ever ruling 
his own spirit, will be fit to rule others. 

LOVE 

is a necessary principle in all government 
depending upon two or more individuals. 
The teacher should love his pupils in the 
sense that the philanthropist loves human- 
ity. That love which extends only to the 
nicest big boy or girl in school, and despises 
the little jewel bedaubed with its mother's 
cherry pie, has no place in the school-room. 
The teacher must look through the uncouth 
exterior, and admire the eternal principle — 
the soul within. He should love the work. 
No one engaged in work which he does not 
enjoy will do it well. He who does not love 
teaching, but follows it because he has noth- 
ing else so profitable, is making a sad blun- 
der, indeed, for himself as well as for his 
school. Love will lighten the burden, se- 
cure unconscious obedience, inspire with a 
nobler purpose. True love for the work 
will make a man an impartial and just 
judge, a careful executive, a confident teach- 



82 The Management of Country Schools 

er, a conscientious workman, and an ex- 
ample worthy to follow. 

CULTURE 

will do much in successfully governing a 
school. The well developed and liberal 
mind, the polished manner, and the cul- 
tured voice will unconsciously lead to 
worthier aims. A broad, intelligent culture 
will inspire confidence and create a thirst 
for knowledge. The cultured manner will 
smooth rough edges and make pupils ready 
for the fellowship of their betters. The 
cultured voice, by its melodious flow will 
tend to harmonize harsh and unpleasant 
sounds. The more thoroughly a man is 
•educated the better he is able to master 
difficulties, and. to avoid trouble. The more 
a man knows, the more liberal he will be, 
and hence the fewer encounters he will have. 
If, therefore, a teacher possesses good 
common sense, tact, energy, patience, love, 
and culture, he is in a fair way to success. 

MEANS OF GOYERJ^'MEKT 

In taking charge of a disorderly school it 
is sometimes necessary to begin by violent 
measures, and until pupils can feel the re- 



Means of Government 83 

straint of careful management and complete 
adjustment of the machinery of the school 
it may be necessary to restrain them by 
force. Corporal punishment is passing into 
history, and is in many places prohibited 
altogether. This is unwise. It has a proper 
place in school management, though it 
should be only a last resort. 

While I have, in my experience, been 
obliged to use corporal punishment in some 
cases, I have usually felt that the case should 
have been managed in some other way. Cor- 
poral punishment can not be entirely dis- 
pensed with, yet the majority of cases might 
be treated otherwise. The infliction of 
pain upon the bodies of other people's chil- 
dren is the teacher's most unpleasant task. 
It should never be used until after the most 
deliberate consideration, unless in cases of 
rebellion. The following hints may be of 
practical value to the teacher: 

1. Be sure the pupil is guilty of wilful 
misconduct. 

2. Be kind. J^ever punish in anger. 

3. After punishment treat pupils with all 
possible consideration. 



84 The Management of Country Schools 

4. Punish only in the presence of a wit- 
ness. 

5. Punish only after both teacher and 
pupil have had time to consider. 

The following rules may have a somewhat 
wider application: 

6. Xever take hold of a pupil unless it 
becomes an extreme necessity. Taking hold 
of a pu^Dil in order to compel him to do a 
certain thing has led to many a rebellion. 
It is generally better not to try to compel 
the pupil to do the thing, but to punish him 
for refusing to do it. 

7. Xever attempt to punish a pupil with 
the rod when you are likely to be overcome. 
Such attempts have led to very serious 
humiliations. 

8. Do not put yourself in a position 
which seems to challenge. 

9. Have courage. Pupils are quick to 
discover the coward. 

10. Be just. When pupils once begin to 
think a teacher unjust, it takes very little 
to arouse a feeling of resentment. The 
teacher should always try to convince pupils 
of the justness of his proceeding. 



Means of Government 85 

While government by force is quick in its 
effects, it does not tend to the highest and 
most lasting results. Eational beings are 
not the proper subjects for a government 
that depends upon force, and it should be 
repeated and emphasized that other meth- 
ods are to be preferred wherever there is 
chance for choice. 

Government by common sense might also 
be called unconscious government, or gov- 
ernment by prevention. By this method 
the teacher arranges his work in such a way 
as to prevent jarring. Many little things 
have been allowed to pass for the time be- 
ing, and have in this way ended in much 
trouble. If a teacher is certain that two 
pupils if near together will get harm, com- 
mon sense will say, do not allow them to sit 
together. If he finds that his predecessor 
was successful, common sense would say, 
follow his methods. If a pupil has neg- 
lected to get his lesson, common sense would 
not order the pupil to get it, and scold about 
it for half an hour. Common sense care- 
fully takes into consideration all circum- 
stances, and the disposition of pupils, and 



86 The Management of Country Schools 

then arranges things accordingly. Remem- 
ber that " an ounce of prevention is worth 
more than a pound of cure." 

A teacher who had been attending a 
county institute, heard one of the lecturers 
say that no two pupils of the same grade 
should be seated on the same seat, went 
home, and the following Monday morning 
reseated his whole school. The result was 
an uproar in the district. Had he used 
common sense, considered the circum- 
stances, and then adjusted his seating gradu- 
ally, no trouble would have occurred. 

Another teacher, who had a few mis- 
chievous pupils, told people about them, 
and the pupils, in turn, found out what the 
teacher had said. The result was open and 
determined resistance to the teacher. Com- 
mon sense would have studied the cases 
carefully, and reported nothing. Another 
teacher assigned too much for a lesson and 
insisted on its preparation. The result was 
trouble with the pupils and parents. 

Government by tact is the manipulation 
of school affairs in such a way as to adjust 
nicely all difficulties that have arisen or may 



Means of Government 87 

yet arise. It applies chiefly to that practi- 
cal management in which pupils comply 
with the arrangements because they peTceive 
a certain fitness of things. Common sense 
prevents; tact adjusts. Common sense 
government is chiefly by the teacher; gov- 
ernment by tact is by co-operation of teacher 
and pupil. When the teacher perceives a 
tendency to trouble, tact suggests a proper 
method of procedure, while common sense 
would have anticipated even the tendency. 

When the teacher is convinced that cer- 
tain things are wrong, it takes skill to ad- 
just matters in such a way as to win the 
best results. In matters of common inter- 
est the tactful teacher secures the co-opera- 
tion of his pupils, as in adopting rules and 
regulations. When pupils help to make a 
rule, they seldom violate it. If pupils be- 
come restless, they either have too little 
work or too much. Tact would adjust the 
difficulty by giving more work in the first 
case, and a recess in the second. If the 
teacher discovers two pupils about to quar- 
rel, tact would suggest that he place him- 
self within the sight of the pupils, which 



88 T\he Management of Country Schools 

will, in ninety-nine cases out of .a hundred, 
put a stop to it. In fact, tact always keeps 
pupils under observation. If the teacher 
notices an idle pupil ready to get inio mis- 
chief, tact would suggest that the teacher 
ask the pupil to do him some service. If 
pupils are careless in the preparation of 
their lessons, tact would arouse an interest, 
or in some way excite the ambition of the 
pupils. 

Tact will place responsibility upon each 
pupil, and seldom find a trust violated. 
Constantly watching the pupils with a view 
to find fault is a great mistake. Playing 
sharp in getting pupils to repair the damage 
they have done is not tact in the purest 
sense of the word. If the pupils have any 
sense of shame, the teacher and some in- 
nocent pupil had better repair the damage 
in the presence of the guilty ones, and no 
further violation will follow. 

Much can be accomplished by the use of 
natural punishments, or such punishments 
as seem to be the necessary consequences of 
the pupil's acts. A pupil who abuses his 
privileges, is deprived of those privileges. 



Means of Government 89 

If a pupil becomes mischievous at a certain 
place in school, he loses that place. If he 
quarrels or uses bad language on the play- 
ground, he is deprived of his privilege to 
play. If he neglects to prepare his lessons, 
the teacher " neglects " to give him recess. 
Consequences must always follow acts as 
effect follows cause. 

While the teacher must be full of expedi- 
ents, yet on the part of the great majority 
of pupils good conduct can be secured by 
proper appeals to their sense of right and 
wrong. 

Conscience after all is the one thing that 
moves the world. When a man carries with 
him an eternal principle to guide him in 
every act, he will not go astray. A sense 
of right and wrong may be awakened very 
early in the mind of the child, although its 
full development comes later in life. Much 
may be done with children in developing a 
knowledge of the proper relations between 
man and man. While the child's sense of 
duty is not so distinct, its sense of right is 
more definite. If a child trespasses upon 
the right of another, it may be brought to 



90 The Management of Country Schools 

a sense of its duty by reversing the case and 
applying it to the child. If John has taken 
James's pencil, he may see his duty by giv- 
ing his pencil to James. The teacher can 
now with a few words instil a principle in 
John's mind which will guide him through 
life. In a similar manner, other lessons 
on right or wrong may be taught to pupils 
daily. Incidental moral instruction will 
aid in arousing a sense of justice in all. 
With older pupils conscience should, if pos- 
sible, be made the only means of govern- 
ment. 

OBSERVATIONS 

The government of a school may be an 
easy or a difficult matter. It depends al- 
most entirely upon the teacher. Many 
teachers are to blame for the trouble they 
have : they fail to govern themselves. 

The teacher must show an easy manner. 
There are those who are always uneasy, 
labored or excited; who always have some- 
thing wrong or out of place. Pupils read- 
ily perceive the state of affairs and take 
advantage of it. 



Observations 91 

The teacher should govern with the eye. 
It is the most effective means of govern- 
ment. Not that look which sends terror to 
the heart of pupils, but a kind, yet search- 
ing look, — not continued watching for mis- 
chief, but observing every wrong act, is the 
secret of success. 

The teacher should use as few words as 
possible: much talking is out of place. 
The more words a man uses in saying a 
thing, the less effective it will be. Much 
talking leads to scolding, and scolding ia 
out of place in school. 

Loud talking on the part of the teacher 
is also a source of disorder. Pupils take- 
advantage of every noise to carry out their 
own disorderly acts. 

The teacher should not talk in high- 
pitched tones. There is a certain relation 
between the ear and voice that makes it im- 
portant that the teacher's tone be pleasing. 
High-pitched tones make the listener un- 
easy and tired. In no place is this more 
evident than in the case of public speakers, 
but it is also true of the teacher in the 
school-room. 



92 The Management of Country Schools 

The teacher's tone must be firm and con- 
fident. It will not do to speak in a falter- 
ing and timid manner; not to go to the 
other extreme, and roar like a lion. A 
clear command with nothing unusual about 
it, either as to force or manner, will usually 
secure obedience, but if the teacher betrays 
fear, he may expect refusal to comply with 
his orders. 

The teacher's bearing before his class 
should be one to command respect and 
obedience. Careless lounging in the pres- 
ence of pupils will create disrespect; and 
disrespect, either for the law or for those who 
execute it, is one of the elements of crime. 
Before his class, the teacher should stand 
rather than sit. 

The teacher's language toward his pupils 
and in their presence must be exemplary. 
To use improper language in the presence 
of pupils creates disrespect and distrust. 

The teacher's conduct in the presence of 
his pupils should always be worthy of the 
position he occupies. No teacher can afford 
to teach one thing and act another; this 



Observations 93 

can not fail to lower him in the estimation 
of his pupils. 

The teacher must not yield to prejudices. 
It is a mistake to consider a boy bad before 
he has proved himself so by wilful acts of 
disobedience. The pupil should have the 
benefit of the doubt. 

Wilful disobedience may, for treatment, 
be placed under three heads : 

1. Disobedience by the pupil not sanc- 
tioned by the parent. 

2. Disobedience by the pupil sanctioned 
by the parent. 

3. Disobedience by the pupil sanctioned 
by the parent, and not controlled by the 
authorities. 

In all cases, the teacher should manage 
his school himself, as far as he possibly can. 

When pupils once become uncontrollable, 
the only thing a teacher can do is to refer 
the matter to some higher authority, but 
this is an acknowledgement of inefficiency. 
I do not mean to say that the teacher should 
not seek the co-operation of parents and 
friends, but he should come as a friend 



94 The Management of Country Schools 

seeking the assistance of others to reform 
the child, rather than as an accuser. 

When a pupil once becomes wilfully bad, 
the case demands immediate but considerate 
action. If possible, the teacher should per- 
suade the pupil to do better, and to repair 
damage where any is done, but he should not 
beg like a coward. If the pupil persists after 
kind admonitions, it may be well to seek 
the co-operation of the parent; if the par- 
ent refuses to assist in reforming the child, 
the only way a teacher can do, is to resort 
to such measures as are at his command. 

Punishments must be made certain, yet 
the teacher must be careful to keep within 
bounds. 

If the pupil has done damage to an indi- 
vidual, the pupil should be compelled to 
repair it, and ask the forgiveness of the in- 
jured party. If the harm has been done to 
the school, the same plan should be fol- 
lowed, as far as practicable. 

When a pupil is wilfully bad, and is sup- 
ported by the parent, the teacher should see 
the parent, and find the cause of dissatis- 
faction and remove it. If the parent re- 



Observations . 95 

fuses to support the teacher, the matter 
should be referred to the proper authorities 
for action. 

When a pupil is wilfully bad, and is both 
supported and instigated by the parent, and 
the board will not assist in the matter, the 
only thing a teacher can do, is to use violent 
measures in reforming the culprit. If the 
pupil can not be controlled, and is thus 
supported, the teacher should give up the 
place he is evidently unable to fill. 



i?V5 



CHAPTER VIII 

SCHOOL RECORDS 

At a recent institute the writer overheard 
a lady teacher say, " I taught three schools 
at Mason's Fork ". She meant thereby 
that she had 'taught three terms in one 
school. Her language, however, expressed 
the conditions existing in the average dis- 
tricts throughout our country. Each term 
has an independent existence. This is not 
as it should be. 

School records should be of such a nature 
that a man familiar with schools could at a 
glance learn the history, the organization, 
and the conditions of the school repre- 
sented therein. More than that, they 
should be of such a nature, that a man 
having the employment of a person in con- 
templation, could turn to his school record 
and form a fair estimate of his character. 
This, is is said, would make for the already 
overburdened teacher, much extra labor; 

(96) 



School Records 97 

but if, in course of time, the records should 
prove themselves so fair and so valuable 
that no man would engage an employe with- 
out consulting his school record; and that 
pupils would feel that they are by their 
conduct in school mapping out their careers 
in life, then the work of school go-vern- 
ment would be reduced to a minimum, and 
a consideration of school incentives become 
a waste of time. 

Through the efforts of the teachers of 
Springfield, 111., the leading firms employ- 
ing labor in that city adopted a rule that in 
all cases preferences should be given, other 
things being equal, to the persons who had 
the equivalent for the education given by 
the secondary schools of that city, and that 
the school certificate should be the required 
evidence. Upon the promulgation of this 
order by the great Illinois Central railroad, 
thousands of boys who had left school re- 
turned, and remained in school to get the 
required certificate. N"ot only did it have 
the effect of increasing the attendance in 
the higher grades, but the necessity of se- 
curing the certificate impelled hundreds to 



98 The Management of Country Schools 

efforts to which they could not otherwise 
be aroused. 

The advocates of this system justly claim 
that the boy who has passed through the 
schools is likely to become a better work- 
man than the one who has spent two or 
three years in loafing, previous to his appli- 
cation. Now if this is true of a boy's 
record for scholarship, much more will it be 
true of his record for conduct. 

If a boy has throughout his school life 
been regular, punctual, and orderly, he will 
have formed habits that will be valuable in 
any workman; on the other hand, if he has 
made a record for tardiness and irregularity, 
and his record shows neglected work and a 
quarrelsome disposition, no one would wish 
to employ him. Not would it be too severe 
on a man to hold him responsible for the 
errors of his childhood ; it would only bring 
the strongest incentives to rectitude to bear 
upon the individual at a period when he 
could most easily restrain himself. 

In every country district, the teacher 
should, at the close of school, leave with 
the proper official for his successor not only 



School Records 99 

^ complete permanent register, but a copy 
of his programme, together with tests of 
pupils belonging to several classes, indicat- 
ing what pupils are prepared to advance. 
In places where no regular course of study 
Jias been adopted, he should indicate what 
work the class has passed over during the 
year. The law should require this ; but even 
when it does not the golden rule does, and 
if the teacher is interested in the success of 
Ms pupils, he will not hesitate to do this on 
account of the labor involved. 

It sometimes happens that near the close 
of the term the ambitious teacher will be 
sorely tried by the tempter, who will whis- 
per in his ear: " By promoting all your chil- 
dren you will win the applause of the whole 
district, and then they will say that under 
your teaching their children have made more 
progress than ever before, and a great 
clamor will arise, and forthwith the direc- 
tors will promote you to the principalship 
of the township high school, to enjoy per- 
petual ease and a larger salary. " Scorn the 

tempter, for in his words lurk not only evil 

L.ofC. 



100 The Management of Country Schools 

consequences to yourself, but likewise in- 
linite worry and perhaps failure to your suc- 
cessors, even to the " third and fourth gen- 
eration". 



JUN 101903 



